News Help Institutional access
Back to results
Bibliographic record · Consultation and access
Artículo

How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks

Maria Dolores Fortes Alves et al · Pontifícia Universidade Católica de São Paulo - PUC-SP · 2022

Open access available
Quick overview. Review the resource’s basic details, then access the content using the main button. This page shows only the information needed to identify, cite, and open the work.
Author / responsible party
Maria Dolores Fortes Alves et al
Publisher
Pontifícia Universidade Católica de São Paulo - PUC-SP
Year
2022
ISSN
1678-460X
ISSN
1678-460X
Language
English

Resource access

Open the content from the main option or choose another available source.

DOAJ DOAJ Articles
Entrar por DOAJ
Main access

Open access available

Recurso identificado como acceso abierto, sin confirmar automáticamente si es texto completo directo.
Open resource

Summary

Descripción general del contenido del recurso.

ABSTRACT Drawing on Brazilian educational inclusion policy from the past two decades, the aim of this study is to provide a theoretical and methodological discussion of two conceptual frameworks on disabled students´s learning: Vygotsky´s sociohistorical approach, and Maturana and Varela´s autopoiesis approach, which is based on an analysis of human biology. The focus of our analysis will be how those theories address the learning and development of students with disabilities. Lastly, we will compare and contrast Vygotsky´s and Maturana´s ideas with the purpose of suggesting improvements for teacher education in Brazil.

How to cite

Elegí el formato que necesitás y copiá la referencia al portapapeles.

APA 7

al, M. D. F. A. E. (2022). How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks. https://doi.org/10.1590/1678-460x202257172

MLA

al, Maria Dolores Fortes Alves et. "How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks." 2022. https://doi.org/10.1590/1678-460x202257172.

Chicago

al, Maria Dolores Fortes Alves et. 2022. "How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks.". https://doi.org/10.1590/1678-460x202257172.

Harvard

al, M. D. F. A. E. 2022, How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks, Pontifícia Universidade Católica de São Paulo - PUC-SP, available at: https://doi.org/10.1590/1678-460x202257172 [Accessed 8 Aug. 2026].

Share and print

Save the record, copy its permanent link, or print it as a PDF.

Export reference

You can export the record in common formats for use in a reference manager.

RIS BibTeX

Resource details

Bibliographic information to help confirm that this is the correct material.

Title
How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks
Author / contributors
Maria Dolores Fortes Alves et al
Publisher
Pontifícia Universidade Católica de São Paulo - PUC-SP
Publication year
2022
ISSN
1678-460X
ISSN
1678-460X
Language
English

Subjects

Explore related resources through these subjects.

learning; cognition; emotions; autopoiesis; socio-historical theory
Copied